Westland High School Lesson Plan Lesson Title: Year: Duration: Date Curriculum Objectives (Listening, Reading and Viewing) Values Key competencies Reading: Excellence/Kairangi Thinking Students can interpret text using comprehension strategies. Whånaungatanga Managing self Students can read fluently to comprehend grade-level text. Manaakitanga Participating and contributing Students can examine text structures for characteristics of fiction, Innovation/Creativity Relating to others nonfiction, drama, and poetry Inclusion Making meaning from language, symbols Students can identify how authors use literary devices to create and text meaning. Writing Students can summarise and paraphrase information from references to compose text. Students can compose text using information from multiple sources to support a topic. Listening/Viewing Students can integrate verbal and nonverbal techniques to deliver an oral presentation for a specific audience and purpose. Overview: (What is the purpose of the lesson) Students bring poetry alive through the understanding of poetic elements, interpretation of a poem, and the creation of a multi-media presentation to fluently present the poem with pictures,music and or drama What will I differentiate? (Differentiated Instruction is consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students) Content (learning materials) • Choice of books • Multiple texts • Organizing ideas through graphic organizers • audio materials • Jigsaw • Learning contracts • Other- specify Process (ways of learning) • Homework options • Interest groups • Grouping choice • Mini-workshops (reteach or extend) • Anchor activities • Tiered activities, assignments • Literature circles • Other- specify Products (ways of demonstrating learning) • Interest options • Graduated rubrics • Complex instruction • Tiered assessments • Independent Study • Multiple intelligence options • Other-specify 1 How will I differentiate? • For readiness • Affect/learning environment • Interest • Combination • Learning profile/styles • Other As a result of this lesson students will… Understand: (big ideas, principles, generalizations, rules, the “point” of the discipline or topic within the discipline) - gain an understanding and an appreciation for poetry. - improve the quality of their writing Know: (facts, vocabulary, how-to’s, information that is memoriseable) A review of the elements of poem of his/her choice, with emphasis on poetic elements Do (Skills): (thinking skills, skills of the discipline—skills you will assess) Students to use solo language to talk about their work and also as a marking criteria. Prior Learning Prior to this lesson, students: ● Have a limited knowledge of what poetry is and the elements that make it, but many do not understand the meaning of a poem. ● are not interested in poetry. However, they love music, te reo Māori and all the class are actively involved in Kapahaka ● access in school to technology, but many of them do not have technology in their homes (i.e. computers, cameras, video equipment). … Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite) Students to identify and describe in their own words poetic elements. Students to identify describe the structural elements (line, couplet and stanza). Students to recite a poem of their choice. Linking ideas: (Sequence/Classify/Compare and contrast/Cause Effect/Analyse part or whole/Explain/Make an analogy/Question) Students to analyse literature written by a poet and explain the various emotions expressed by the use of a variety of techniques including metaphors, similes and onomatopoeia. Students create poems using assigned poetic devices (literary elements). 2 Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/Reflect/Evaluate/Create) Students use a multi-media presentation to fluently present their own poem with pictures, music and or drama Poetic devices-sounds 1. Alliteration 2. Allusion 3. Assonance 4. Hyperbole 5. Irony 6. Juxtaposition 7. Metaphor 8. Onomatopoeia 9. Personification 10. Pun 11. Simile 12. Repetition 13. Rhythm 14. Rhyme. 15 Consonance Prior learning 1. Assess his/her knowledge of poetic elements through the use of a quiz. 2. Survey the students about their likes and dislikes of poetry. Whole class activity 1. Poetic Devices Powerpoint- Introduce and discuss Onomatopoeia, Alliteration, Repetition, Rhythm, Rhyme, Consonance. Quiz Whole class activity 2. Alliteration Aside from tongue twisters, alliteration is also used in poems, song lyrics, and even store or brand names. Show class alliteration. Dunkin’ Donuts Best Buy Coca-Cola PayPal What will I differentiate? Differentiated Process Students will be led through a discussion of what makes a poem, based on reading of several selections of poetry provided through the use of audio as well as written presentations. Teacher led discussion should contain student-derived ideas of what the poems are about and why they would be considered poetry How will I differentiate? • For readiness The goal of this lesson is to help students to write a poem using noun, verb and adverb. For students to come to the conclusion that poetry can help them understand and develop their writing skills. Group activity- top reader to deal punctuation cards and can only say ae or kao ● To write a poem like those above you need four words that all start with the same letter. ● The first word in the poem must be an adjective, the second must be a noun, the third must be a verb, and the fourth must be an adverb. Provide examples. Slippery ← Playful adjective ← adjective Puppies ← noun Seals ← noun Pounce ← verb 3 Slither Slowly Perfectly a) b) ← verb ← adverb On the lines below write a poem like the poems in the boxes. The noun “cats” has been put in for you. _________________ ← adjective cats___________ ← noun _________________ ← verb _________________ ← adverb ← adverb Choose one letter from the box below to use as the starting letter for all the words in your poem. b m d __________________ ← adjective __________________ ← noun __________________ ← verb __________________ ← adverb Prior learning Assess his/her knowledge of word skills through the use of “ I am punctuation game” that is easy to play and used to review word skills for students What will I differentiate? Partnered activity- top reader paired with a less able reader . affect Differentiated Process As students orally respond to the poetry read in class, I can note those students who need assistance and/or added time to complete each task in the unit. Teach and extend group: Independent activity Teach and assist group: peer assisted Teach and re-teach group: provide extra examples and guidance How will I differentiate? • Affect/learning environment The goal of this lesson is for students to read and enjoy a shared poem. In groups of 3-4 each student is assigned a reading part A,B,C OR D. Hand out copy of” I am sick”. Students practice reading together before reading to the rest of the class. Have you ever done this? When? Why Wrap up activity- In groups of 3 each student is assigned a reading part A,B,C . Hand out copy of “Late” What did both poems have in common? Have you ever done this? When? 4 The goal of this lesson is to help students understand the meaning of a poem. To develop an appreciation of poetry and analyse the use of imagery and word association to convey emotions Ask class what they don’t like about poetry and write comments on board. Big /difficult words, boring, too long, for oldies, not popular etc. Play You Tube –I want to hold your hand by Beatles. Read out facts- sold millions, no big/hard words, very popular, expresses emotions-love for a girl Play Glee version- Still popular. A son expressing his love for his father Wrap up session: Figurative Language – Lyrics "Wordplay" How will I differentiate? • Affect/learning environment Grouping choice to support differentiation by placing a high value on what students can offer to each other on a particular topic, and also give students the chance to respect each other’s views and formulate shared opinions which they can disseminate to peers. Guided reading activity for wrap up session. The goal of this lesson is: to help students understand and interpret figurative language in poetry. This lesson incorporates the cognitive level of analysis and the content area of poetry. Hook Assess his/her knowledge of word skills through the use of “ I am word skills game” that is used to review word skills of students What will I differentiate? Literacy circles. – Kaea (leader) of each group (struggling reader) to deal cards and only say ae or kao to guide group. Lead group in discussion on definitions How will I differentiate? • For readiness • Learning profile/styles • Affect/learning environment To support differentiation by placing a high value on what students can offer to each other, and also give students the chance to respect each other’s views and formulate shared opinions which they can disseminate to peers. By helping them to take ideas and abstract concepts and move them about physically, they help to develop thinking skills. Differentiated Process Homework. Provide the Kaea with definitions and cards the night before activity. Teach and extend group: Ask for their definitions Teach and assist group: Provide definitions and discuss how to identify word classes Teach and re-teach group: I am punctuation game (Individual activity) Introduction to figurative language activity Grandma’s GardenRead the story, “Grandma’s Garden” Circle any types of figurative language you find in the story. Lay out the figurative language puzzle pieces. These pieces highlight 8 types of figurative language – simile, metaphor, idiom, alliteration, onomatopoeia, cliché, personification, hyperbole. Make the 8 puzzles! Match each type of figurative language with its definition and an example from the story. 5 Daffodils (1804) Read poem, discuss that poetry can still be popular 200 years later, meaning of old words. Divide students into groups (3–5 students per group), pass out copies of the print and comic-strip versions of Wordsworth’s poem. Have groups read and complete the question sheet. Discuss the answers to the question sheet with the class as a whole. Comprehension activity 1. From what viewpoint does the poet observe nature? The poet observes nature from the viewpoint of a cloud. 2. To what does the poet compare the arrangement of the daffodils in the second stanza? The poet compares the arrangement of the daffodils to stars in the Milky Way. 3. In which descriptions does the poet attribute human traits to something nonhuman? “Tossing their heads in a sprightly dance” (the daffodils);“The waves beside them danced; but they/ Out-did the sparkling waves in glee”; “And then my heart with pleasure fills,/ And dances with the daffodils.” 4. In your opinion, which words best describe the poet’s feelings about nature? Joyful, uplifting, exuberant, etc. Have students break into original groups, and pass out copies of the print version of Tēnei Au poem, blank paper, and colored pencils or markers. Have groups read the poem and create their own comic strip version interpreting the literal meaning of the language in the poem. Then, have each group write an analysis of what is happening in the poem in terms of the figurative language. Discuss each group’s comic strip and analysis with the class as a whole. What will I differentiate? Grouping choice How will I differentiate? • Interest The goal of this lesson is: to help students understand and interpret figurative language in poetry. This lesson incorporates the cognitive level of analysis and the content area of poetry. Hook: Figurative language – view slideshow 1. Fill in the missing lyrics. 2. Define what each poetic element is and identify the example given in the poem. Have each group write an analysis of what is happening in the poem in terms of the figurative language What will I differentiate? 1. Partnered activity- Fluent readers with struggling. Differentiated Process Teach and extend group 1. Allusion 2. Assonance 3. Hyperbole 4. Irony 5. Juxtaposition 6. Pun Teach and assist group. 1. Alliteration 2. Metaphor 3. Onomatopoeia 4. Personification 5. Simile 6.Repetition. Teach and re-teach. Consultation with teacher and peers. How will I differentiate? • For readiness • Interest 6 The goal of this lesson is: for students to recite Tēnei Au, to introduce students to Mōteatea as a traditional indigenous song poetry. Moteatea are traditional Māori chants utilising song poetry and melodies of limited range. Hook: Listen to waiata and tauparapara version Activity: Recite Tēnei Au What will I differentiate? Differentiated Process Gender grouping: Allow 10 minutes for groups to present Differentiated Product Multiple intelligence options How will I differentiate? • For readiness • Interest • Learning profile/styles No Maori woman, no cry Māori women poets and songwriters and their virtual non-existence in the New Zealand literary world before the 1970s, when Patricia Grace of Ngāti Raukawa, Ngāti Toa and Te Āti Awa published her first work, Waiariki, said to be ‘the first book of stories written by a Māori woman’ Some Māori women writing at the time may have been composers of waiata, pōwhiri, and other traditional forms of verbal expression, and although their works may not have reached beyond the Marae and the local tribal areas where they were written and performed during this period, they should have been acknowledged in these major anthologies as weavers of the word in Aotearoa New Zealand. The goal of this lesson is for students to illustrate poetic devices Directions: You will create five original examples of poetic techniques (by original I mean that you will not just copy an example out of your notes). You will list and define each term that you are exemplifying. And, you will create an illustration that will accompany each of your examples. Provide an example and solo criteria What will I differentiate? Differentiated Process • Tiered assignments Differentiated Product Teach and extend group 1. Allusion 2. Assonance 3. Hyperbole 4. Irony 5. Juxtaposition 6. Pun Teach and assist group. 1. Alliteration 2. Metaphor 3. Onomatopoeia 4. Personification 5. Simile 6. Consonance Teach and re-teach. Consultation with teacher 1. Alliteration 2. Metaphor 3. Onomatopoeia 4. Personification 5. Simile How will I differentiate? • For readiness • Interest • Learning profile The goal of this lesson is: to create a group poem using assigned poetic devices Today your group will be creating a poem on an assigned topic that relates to the themes found in Tēnei Au. Each person in your group will be responsible for creating 2 lines of the poem using assigned poetic devices (literary elements). When you are done creating your two lines, your group will put the poem together so it makes sense. Your poem does not have to go in the order listed below. Your poem should be a total of 8 lines. What will I differentiate? Differentiated Process • Tiered assignments Differentiated Product 7 Teach and extend group 1. Allusion 2. Assonance 3. Hyperbole 4. Irony 5. Juxtaposition 6. Pun Teach and assist group. 1. Alliteration 2. Metaphor 3. Onomatopoeia 4. Personification 5. Simile 6. Consonance Teach and re-teach. Consultation with teacher 1. Alliteration 2. Metaphor 3. Onomatopoeia 4. Personification 5. Simile How will I differentiate? • For readiness • Interest • Learning profile Closure Activity/Wrap up: The goal of this activity is: to create a group multi-media presentation to fluently present a poem with pictures, music, waiata and or drama Students are to produce a multi-media program featuring a poem of his/her choice performed by him/her. Differentiated Process: Students will use peer editing where they can monitor for errors while the shows are created. Differentiated Content: 1. Every student has a vision of the poem that he/she has chosen that will differ from other students in the class. Encouragement should be given to bring out that unique perspective that they took away from the poem of his/her choice. Differentiated Product: The poems should be as different as the students are one from another. Each represents the students' perspective on the poems they chose, his/her ability to add photos and music to enhance the meaning of the poem, and their ability to share it with an audience. Students feedback /Reflection/Evaluation Teacher reflection 8